Hybrid teaching: A tale of two populations

Abstract

In a partially flipped, hybrid introductory physics course where students had a free choice between attending any lecture session in person or via video conferencing, and where recordings of the lecture sessions were made available for asynchronous viewing, a total of 16 learner attributes and their relationships were investigated. Five of these attributes reflect participation choices, while eleven attributes reflect assessment outcomes on different course components. In line with the "no significant difference phenomenon,"correlations between exam scores and participation choices were weaker than correlations with, for example, prior knowledge as evidenced by pretest scores. Overall, in terms of correlations, participation, and assessment attributes clustered together, respectively, with clicker questions being a connecting attribute between the clusters. Performance aside, we found two populations in the course, which, divided along the line of above and below average in-class attendance, exhibited other distinct behavior attributes mostly related to investment of time and effort in the course.